Language Education Policies in Multilingual Settings

Dr. Laura Gurney is Senior Lecturer at the University of Waikato in Hamilton, New Zealand, specialising in the theorisation of language practice and languages in higher education. Her work involves poststructuralist, posthumanist and new materialist approaches to language and education, and explores the nature/s of language, what language means to those who use it, and how we teach and use language in education.

Prof. Lakshman Wedikkarage works at the Faculty of Education, University of Colombo, Sri Lanka. He has researched the impact of globalization on education with particular emphasis on language-driven reforms in developing countries. His research interests also include medium of instruction in education, education policy analysis and bilingual education in developing countries

Chapter 1: Multilingual education: Rhetoric and realities - Laura Gurney, Lakshman Wedikkarage.- Chapter 2: Native-speakerism, (dis)empowerment, and paradoxes of internationalization: An autoethnography of success and failure in language teaching and learning in Japan - Robert Lowe.- Chapter 3: Linguistic and cultural diversity of international lecturers as pedagogic resources in the EMI higher education - Koun Choi.- Chapter 4:  Plurilingual teacher identity: Tensions and negotiations through native English-speaking teachers' plurilingual teaching practices - John McGaughey.- Chapter 5: Students' perceptions of translingual pedagogic practices in a Chinese EMI university - Malila C. A. Prado.- Chapter 6: Students as multilingual influencers: Towards linguistically diverse higher education in Anglophone contexts - Michiko Weinmann, Rod Neilsen, Israel Holas, AlistairWelsh, Su James, Ethan Colley, Hend Elkharraz.- Chapter 7: Exploring culturally responsive pedagogy for multilingual education in Aotearoa New Zealand language classrooms: Perspectives of teachers - Grace Yue Qi.- Chapter 8: Allocating limited library resources to linguistically diverse 8 communities: How can the superdiversity concept help? - Chiew Hong Ng, Cheung Yin Ling.- Chapter 9: Professional knowledge for language-driven CLIL teachers in Thailand: What do teachers need? - Nutthida Tachaiyaphum.- Chapter 10: Language of instruction as a social marker of difference - Birgit Brock-Utne.- Chapter 11: Using Maori-English dual language picturebooks to support the enactment of language policy in Aotearoa New Zealand educational contexts - Nicola Daly.- Chapter 12: Allocating limited library resources to linguistically diverse communities: How can the superdiversity concept help? - Louisa Buckingham.